Efnisyfirlit

• Handbook of Human Resource Development
• Copyright
• Contents
• Foreword
• About the Editors
• About the Contributors
• Preface
  • Overview of the Sections
  • Acknowledgments
• Introduction: The Profession and the Discipline
  • HRD: From Practice to Profession to Discipline
  • Evolution of the Profession
  • HRD as a Discipline
    • What Is a Discipline?
    • Perspectives from Other Disciplines
  • The Foundational Disciplines for the Study of HRD
    • So What Is HRD, Really?
  • References and Resources
• Part I: Foundations of the Discipline of HRD
  • Chapter One: Psychological Foundations of HRD
    • Foundational Psychological Theories and HRD
      • Behavioral Psychology and HRD
      • Humanistic Psychology and HRD
      • Positive Psychology and HRD
      • Gestalt Psychology and HRD
      • Developmental Psychology and HRD
    • Social and Emotional Development
    • Implications for HRD
    • References
  • Chapter Two: System Theory and HRD
    • System Theory
    • Implications of System Theory
    • HRD Process
    • HRD Programs
    • Management of HRD
    • Applying System Theory to HRD
    • Understanding HRD
    • Understanding Organizational Change and HRD
    • Conclusions
    • References
  • Chapter Three: Adult Learning Theory and Application in HRD
    • Individual Learning at Work
      • Andragogy
      • Dewey-Based Theories
    • Relatedness: Collective and Collaborative Learning
      • Complexity Theory
    • Learning at the Organizational Level
    • Applications to Human Resource Development
      • Informal and Incidental Learning
      • Collaborative Developmental Action Inquiry
      • Creating a Learning Culture
    • Conclusion
    • References
  • Chapter Four: Management and Leadership in HRD
    • Introduction
    • Does Leadership Make a Difference?
    • Management and Leadership
      • Focus on Management
      • Aims of the Present Review
    • A Brief History of Leadership Research and Development (ca. 1940—ca. 1980)
    • Recent Trends in Leadership Development Theory and Practice (ca. 1980—ca. 2010)
    • Current Leadership Development Theory and Practice: Learning from Experience
    • Future Trends
      • New Concepts of Leadership and HRD
      • Shared Leadership
      • Leadership and Character
    • Conclusion
    • References
  • Chapter Five: Organizational Culture and HRD: The Roots, the Landscape, and the Future
    • The Roots
    • The Landscape
      • Different Disciplines, Different Perspectives
      • HRD and Organizational Culture
    • The Future
    • References
• Part II: Issues and Perspectives on HRD
  • Chapter Six: Dilemmas in Defining HRD
    • Dilemmas in Defining HRD
    • The Drive to Define
    • Reasons to Not Define HRD
      • The Philosophical Case for Refusing to Define HRD
      • The Theoretical Case for Refusing to Define HRD
      • The Professional Case for Refusing to Define HRD
      • The Practical Reason for Refusing to Define HRD
    • Implications for Working Without a Definition of HRD
    • Developing Non-Defining Parameters
    • References
  • Chapter Seven: Perspectives on the Concept of Development for HRD
    • Types of Development
      • Life cycle Development
      • Dialectic Development
      • Evolutionary Development
      • Teleological Development
      • Interaction of the Four Models
    • Human Resource Development and Human Development
    • Conclusion
    • References
  • Chapter Eight: A Critical, Feminist Turn in HRD: A Humanistic Ethos
    • Founding Humanist Principles of HRD
    • HRD Dominated by Masculine Rationality
    • Critical Perspectives
      • Critical Theory
      • Critical Management Studies (CMS)
      • Critical Human Resource Development (CHRD)
    • Feminist Theory
    • A Critical, Feminist Critique of Organizations and Change
      • Critical Theory’s Contribution to Organization Critique
      • The Woman “Problem” and Why Some Feminist Change Strategies Fail
    • A Critical, Feminist HRD Agenda
    • References
  • Chapter Nine: Critical HRD
    • What
    • Why
    • When
    • Where
    • Who
    • How
    • Conclusions, Contributions, and Implications
    • References
  • Chapter Ten: Corporate Social Responsibility and HRD: Uneasy Tensions and Future Directions
    • The Discourses of Corporate Social Responsibility
    • Challenges and Tensions of Practicing CSR
    • HRD Within CSR
    • Conclusion
    • References
• Part III: Developing the Workforce
  • Chapter Eleven: Expertise Through the HRD Lens: Research Trends and Implications
    • Expertise Defined
      • Objective Characteristics
      • Subjective Characteristics
    • Emerging Developments in Expertise Scholarship
      • Expertise Measurement
      • Expertise Redevelopment
      • Elicitation and Transfer of Expertise
      • Leadership and Expertise
    • Implications
    • References
  • Chapter Twelve: Competence: Bases for Employee Effectiveness
    • Base Competencies
    • Global Competencies
    • The Techno-Socio-Culturally Competent Employee
    • Global Complexity
    • Organizational Complexity
    • Implications for HR Managers
    • The Competent Employee
    • References
  • Chapter Thirteen: Workplace Learning
    • Purpose of the Chapter
    • Definition of Workplace Learning
    • Origin of the Term “Workplace Learning”
    • The History of Workplace Learning
    • Applications of Workplace Learning
      • The Link with Workplace Training
    • Claims Associated with the Concept
    • Criticizing Workplace Learning
    • Alternatives Suggested for the Concept
    • Conclusion
    • References
  • Chapter Fourteen: Guiding HRD Research in the Work/Life Interface: The Importance of Work/Life Harmo
    • Introducing Work/Life Harmony
    • The DNA of Work/Life Harmony and Its Properties
    • Why Work/Life Harmony Is a Better Metaphor for Explaining Work/Life Dynamics
    • Recommendations to HRD Researchers and Practitioners
      • Recommendations for Research
      • Recommendations for Practice
    • References
  • Chapter Fifteen: The Inner Work of Self-Formation in Work-Related Learning
    • The Meanings of Work-Related Learning
    • Different Ways to Understand the Meaning of Work
    • Vocation, Work-Related Learning, and the Process of Self-Formation
    • Work-Related Learning and Self-Formation
    • Fostering Self-Formation in Work-Related Learning1
    • Curricular and Pedagogical Implications for HRD
    • Conclusion
    • References
• Part IV: Managing the Workforce
  • Chapter Sixteen: Aging as a Career Development Challenge for Organizations
    • Career Challenges of Older Workers: Three Selected Cases
      • Study 1: Aging and Changing Employment Patterns at a University
      • Study 2: Recurrent Education of Older Forestry Workers in Sweden
      • Study 3: Employability of Aging Police Officers in The Netherlands
      • Important Issues in the Selected Cases
    • Career Development and Individual Characteristics
      • Age-Related Differences in Cognition
      • Career Development and Experience
    • Career Development and Organizational Characteristics
      • Employability Strategies: Policies and Practices
      • Line Manager Support
    • Conclusions and Practical Implications
    • References
  • Chapter Seventeen: A Social Justice Paradigm for HRD: Philosophical and Theoretical Foundations
    • The Absence of Social Justice in Defining the Field of HRD
    • Philosophical Foundations of Social Justice
      • Ontology
      • Epistemology
      • Axiology
    • Theoretical Foundations of Social Justice
      • Foundation in Legal Studies
      • Foundations in Intersectionality
      • Foundations in Feminist Theory
      • Foundation in Disability Studies
      • Foundation in Lesbian, Gay, or Bisexual Sexual Orientation and Transgender Identity Studies
      • Foundation in Education
    • Toward a Social Justice Paradigm: Implications for HRD
    • References
  • Chapter Eighteen: Disability, Health and Wellness Programs, and the Role of HRD
    • Disability as a Complex Phenomenon
    • Disability Law in Brief
    • Health and Wellness Programs in the Workplace
      • Corporations as Contributors to Health Promotion
      • Specific Health and Wellness Programs
    • Implications for HRD
    • References
  • Chapter Nineteen: Sexual Orientation and HRD
    • Sexual Orientation and Human Resource Development
    • Definitions
    • Cultural Competence
    • Equitable Efforts in HRD
    • Conclusion and Implications
    • References
  • Chapter Twenty: International and Cross-Cultural Perspectives of HRD
    • Globalization, Work Performance, and HRD
      • Frameworks Relevant to Cross-Cultural Management and IHRD
    • International and Cross-Cultural HRD Issues
      • Cross-Cultural Training and Development
      • Expatriation and Repatriation, Inpatriation, Transpatriation
    • Contemporary Issues Relevant to Cross-Cultural HRD
      • Cultural Intelligence
      • Cultural Convergence, Divergence, and Crossvergence
    • Implications for Professional Practice
      • Implications for Future Research
    • References
• Part V: HRD in the Organization
  • Chapter Twenty-One: Contemporary Career Literature and HRD
    • CD Literature in HRD
    • Implications for Future Research
    • Implications for Practice
    • Conclusion
    • References
  • Chapter Twenty-Two: Trends and Issues in Integrating Knowledge Management and Organizational Learnin
    • Theoretical Foundation of Knowledge Management
      • Definitions of KM and KM Systems
      • Evolution of KM Concepts and Theories
      • Critical Themes of KM
    • Knowledge Management Tools and Technological Systems
      • Technological Systems for KM
      • KM Tools
    • Learning Organization and Organizational Learning
      • Learning Organization
      • Organizational Learning
      • Empirical Research Including or Aligning LO/OL and KM
    • Considerations for an Integrated Approach of Knowledge Management and Organizational Learning
    • Implications for Research and Practice
    • References
  • Chapter Twenty-Three: Linking Motivation to Workplace Learning Transfer: The Role of Implementation
    • Linking Motivation to Transfer and Transfer Performance
    • The Model
    • Motivation to Transfer
    • Implementation Intentions
    • Personal Initiative
    • The Role of Personal Initiative in the Transfer Process
    • Discussion
    • Practical Implications
    • Conclusion
    • References
  • Chapter Twenty-Four: Coaching
    • A Conceptual Framework for Organizational Coaching
      • Two Forms of Organizational Coaching
      • Coaching Models and Processes
    • Theoretical Perspectives in Organizational Coaching
      • Adult Development
      • Cognitive/Behavioral Psychology
      • Ontology
      • Positive Psychology
    • Challenges and Trends in Organizational Coaching
    • References
  • Chapter Twenty-Five: Mentoring: Perpetuated on a Myth?
    • Historical Underpinnings
    • Current Concepts
    • Criticisms of Mentoring
    • Implications for Implementation
    • References
  • Chapter Twenty-Six: Talent Management as a Strategically Aligned Practice
    • The Current State of Talent Management
    • Talent Management: A Strategically Aligned HR Practice
      • Strategic Alignment
      • Talent Segmentation
    • TM Approach 1: Focus on High Performers
    • TM Approach 2: Focus on the Leadership Pipeline
    • TM Approach 3: Focus on Pivotal Talent Pools
    • TM Approach 4: Focus on Specific Talent Segments
    • Discussion and Implications
    • Conclusion
    • References
• Part VI: Managing HRD
  • Chapter Twenty-Seven: HRD Policy: An Overview
    • Defining HRD Policy
      • Concepts of Public Policy
      • Tracing the Different Views of HRD: What This Means for Policy
      • Defining the Intersections Between HRD and Policy
    • What Is Government’s Role in Promoting HRD Outcomes?
      • Investments in Compulsory Education Are Only Part of the Problem
      • All Workers Need Higher Education
      • Shortfalls in Science and Math Educated Workers
      • Government Has a Limited Role in Assisting Firms in Improving Performance
    • Key Trends in HRD Policy
      • Preparing the New Workforce
      • Retraining Workers Displaced by Economic Change
      • Supporting Firm-Based Training
    • Conclusion
    • References
  • Chapter Twenty-Eight: Legal Aspects of HRD
    • Administration of the HRD Function
      • Training Mandated Directly by Statute or Regulation
      • Training as a Defense to Claims of Unfair Treatment
      • Negligence and the Common Law Duty to Train
      • Negligence and Employee Training
      • Recovering Training Costs
    • The HRD Production Function
      • Apprenticeship Training
      • Copyright and Intellectual Property
    • Treatment of Participants
      • Compensating Participants
      • Fair Employment and Human Resource Development
    • Implications: Law and the HRD Professional
    • References
  • Chapter Twenty-Nine: Strategic HRD: Adopting a Philosophy, Strategies, Partnerships, and Transformat
    • Activity-Based HRD and Results-Driven HRD Programs
      • Activity-Based HRD
      • Results-Driven HRD
      • Phases of HRD Programs
    • Creating a Strategic HRD Philosophy
    • Creating Credibility in the Organization
      • Strategies for Improving Credibility
      • Earning Credibility
      • Transferring Credibility
      • Developing Credibility Through Reputation
      • Additional Techniques for Establishing Credibility
    • Organizational Effectiveness
    • Identifying Strategies That Improve Organizational Effectiveness
    • Creating Strategic Partnerships in Organizations
    • Identifying Transactional and Transformational Roles in HRD
      • Transactional Roles
      • Transformational Roles
    • Conclusion
    • References
  • Chapter Thirty: Morality and Ethics in HRD
    • Introduction and Overview
    • Key Principles and Theories
    • Issues Related to Globalism and Diversity of Religious-Moral Perspectives
    • Role of and Issues with Professional Codes of Ethics
    • Issues and Trends in Best Practice
    • Implications for HRD Researchers and Scholar-Practitioners
    • Conclusion
    • References
  • Chapter Thirty-One: HRD in Smaller Firms: Current Issues, Insights, and Future Directions for Resear
    • Mapping the Terrain of Smaller Firms
    • Characteristics of HRD in Small Firms: Examining the Evidence
    • Drivers of HRD
    • Barriers to HRD
    • The Rationality of Informality in Smaller Firm HRD
    • Researching HRD in Small Firms: New Directions
    • Implications for HRD Policy and Practice
    • Conclusion
    • References
• Part VII: Innovative Applications
  • Chapter Thirty-Two: Action Learning: An HRD Tool for Solving Problems, Developing Leaders, Building
    • Blending the Learning and the Action in Action Learning
      • Learning Components
      • Action Components
    • Multiple-Problem and Single-Problem Action Learning Groups
    • Theoretical Underpinnings of Action Learning
    • Overview of the Stages of Action Learning
    • Importance of Diversity in Action Learning
    • Evidence for the Effectiveness of Action Learning
    • Applications of Action Learning
      • Problem Solving
      • Leadership Development
      • Building Teams
      • Creating Learning Organizations
      • Individual Professional Growth and Development
    • Challenges in the Application of Action Learning
    • Areas for Future Research
    • Continued Growth of Action Learning Around the World
    • References
  • Chapter Thirty-Three: Virtual HRD
    • Defining Virtual HRD
      • Learning Is Fundamental to Virtual HRD
      • Individual and Collective Activities in Virtual HRD
      • Virtual HRD Within Virtual HR
    • Emerging Perspectives of Virtual HRD and Enabling Technologies
      • Enabling Technologies
    • Eportfolios and Virtual HRD
    • Technology Development and New HRD Skills
      • A Definition of Technology Development
      • New Skills for HRD Professionals
    • Conclusion
    • References
  • Chapter Thirty-Four: Developing Strategic Mindsets in HRD: Toward an Integral Epistemology of Practi
    • Implications of Complexity for the Literature on Strategy and Strategic Thinking
    • Opportunities for Strategic HRD
    • Toward an Integral Epistemology of HRD Practice: Four Streams of Relevant Literature
      • Strategically Learning Through the Context of Complexity
      • The Implications for How Experience Is Utilized Under Conditions of Complexity
      • Use of Strategic Learning Practices
      • Constructive Developmental Theory and Action Logics
      • Action Inquiry and Strategic Learning Practices
      • Summarizing the Connectivity Among the Theoretical Streams
    • From Theory to Practice: Elements of a Framework for Developing Strategic Mindsets
      • Integrating the Elements in a Strategy Development Process
      • Applications in Graduate Classes
    • Lessons Learned and Implications for HRD Practice and Research
    • Conclusion
    • References
  • Chapter Thirty-Five: Employee Engagement and HRD: Exploring the Philosophical Underpinnings, Measure
    • Philosophical Underpinnings of Employee Engagement
      • The Need-Satisfaction Framework
      • The Burnout-Antithesis Framework
      • The Multidimensional Framework
    • Instrumentation: Measuring Engagement in HRD
      • Utrecht Work Engagement Scales
      • Maslach-Burnout Inventory General Survey
      • Psychological Engagement
      • Job Engagement
      • The Passion Scale
    • Reports of Plausible Engagement Interventions in HRD
      • Reports of Initial Success
      • Field Studies
      • Programmatic Evaluation
    • Considerations for HRD Research
    • Considerations for HRD Practice
      • Viable Models
      • Valid and Reliable Instruments
      • The Motivations of Stakeholders
    • References
  • Chapter Thirty-Six: Emotional Intelligence and Its Critical Role in Developing Human Resources
    • Why the Interest in Emotional Intelligence?
    • What Is Emotional Intelligence?
    • HRD Graduate Programs
    • How the Discipline of HRD Can Use Emotional Intelligence to Develop Human Resources
    • Conclusion
    • References
• Part VIII: Future Directions
  • Chapter Thirty-Seven: National HRD
    • Definition of NHRD
    • Emerging Models Related to NHRD
    • History and Examples of Country-Wide Applications of NHRD
      • India
      • Republic of Korea (South Korea)
      • Brazil
      • Afghanistan
    • Subsets of NHRD
    • Characteristics of NHRD
    • Measuring the Outcomes of NHRD
    • Challenges/Barriers with NHRD
    • The Future of NHRD
      • Practice
      • Research
      • Theory
    • Conclusion
    • References
  • Chapter Thirty-Eight: Certification of HRD Professionals
    • Credentialing Terminology and Certification Model
      • Competency-Based Certification Model
    • Benefits and Limitations of Personnel Certification
    • Challenges Facing the Creation of HRD Certification
      • Philosophical Issues: Does HRD Need Certification?
      • Technical Issues: What Should AHRD Do to Create Quality Certification?
      • Business/Financial Issues: How Should AHRD Develop a Market-Valued Certification?
    • Presenting a Case for Creating HRD Certification
    • Conclusion
    • References
  • Chapter Thirty-Nine: Standards and Accreditation of HRD Academic Programs
    • Types of Accrediting Organizations
    • Accreditation
    • Accreditation and AHRD
    • Final Thoughts
    • References
  • Chapter Forty: Future Directions for HRD
    • Our Approach
    • Where Is HRD Now?
    • Where Do We Want/Need to Be?
    • What Are the Internal and External Challenges?
    • Four Key Issues
    • What Should We Do to Achieve the Ideal Future?
    • Conclusion
    • References
• Name Index
• Subject Index

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